Indonesian academic says AI could widen access to quality education across BRICS

Artificial intelligence could help reduce inequality in access to education across the BRICS group, an Indonesian academic has said, while warning that technology alone will not deliver better learning outcomes.

Probo Darono Yakti, a lecturer in the Faculty of Social and Political Sciences at Indonesia’s Universitas Airlangga, made the remarks during the TV BRICS programme BRICS Dialogue, according to a report published by ZBC News on September 25, 2026. Universitas Airlangga’s current staff profile lists Yakti as a lecturer and links him to the university’s Africa Studies Centre. (zbcnews.co.zw)

Personalised learning and remote access

Yakti said AI systems can adapt educational content to the needs and pace of individual students. He also argued that such tools could reduce routine workloads for teachers, giving them more time for direct interaction with learners.

His argument is particularly focused on large and geographically diverse countries, including Indonesia, Brazil, India, China, Russia and South Africa. He said digital platforms could create new opportunities for people living in remote areas, where distance and limited educational infrastructure can restrict access to knowledge.

The remarks describe a potential contribution from AI rather than evidence that equal access has already been achieved. The report does not identify a specific AI education programme, provide data on learning outcomes or set out a timetable for implementation in any BRICS country.

Teachers remain central

Yakti said AI should complement teachers instead of replacing them. He identified investment in digital infrastructure, specialist training, ethical standards and public policy as necessary conditions for the technology to support quality education.

That emphasis places the debate beyond access to devices or software. Any education system using AI would also need to address whether learners can connect to digital platforms, whether teachers are trained to use them and how schools can protect the quality and integrity of learning.

ZBC reported that Yakti also pointed to Indonesia’s experience of combining formal and non-formal education. Formal education includes schools, vocational institutions and universities that follow recognised curricula, while non-formal learning can include community centres, vocational programmes, lifelong learning and other skills initiatives outside the traditional classroom.

A broader BRICS education agenda

Yakti said BRICS education systems should prioritise critical thinking, digital literacy, creativity, communication, adaptability and cross-cultural understanding. He presented those skills as important for helping young people respond to technological change and for strengthening cooperation among countries of the Global South.

The comments come as Zimbabwe continues to discuss digital transformation and AI skills. A separate ZBC report published on September 24 said the government was exploring cooperation with Google on AI training and digital capacity-building, but that report concerned a proposed area of cooperation rather than a confirmed education rollout. (zbcnews.co.zw)

What remains unclear is how the ideas discussed on TV BRICS would translate into funded programmes, teacher support, curriculum changes or measurable improvements for learners. The public should watch for concrete policies, infrastructure commitments, training programmes and evidence showing whether AI tools are reaching underserved schools without widening the digital divide.

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